Addressing the Shortage of Special Education Teachers of Color: Implications for Teacher Education Programs and K-12 Systems

Abstract

A critical shortage of special education teachers persists nationwide, challenging the realization of the Individuals with Disabilities Education Act (IDEA) mandate of providing Free and Appropriate Public Education (FAPE) for students with disabilities. Exacerbated by the COVID-19 pandemic, this shortage disproportionately affects teachers of color. Moreover, it extends beyond K-12 systems, impacting special education educator preparation programs, where faculties are often drawn from practicing teachers pursuing advanced degrees. This paper delineates the multifaceted implications of the shortage of special education teachers of color in both teacher education programs and K-12 systems. Emphasizing the indispensable role and specialized skill set of special educators, we offer strategies to mitigate this crisis, including improvements in preparation, recruitment, and retention efforts. Anticipating a diverse readership encompassing teacher education programs, K-12 administrators, teachers, and education policymakers, we aim to foster awareness, prompt dialog, and inspire actionable steps to address this pressing issue.

1. Introduction

The persistent shortage of special education teachers in the United States poses a critical challenge to the equitable delivery of services mandated by the Individuals with Disabilities Education Act (IDEA). This shortage, which was exacerbated by the COVID-19 pandemic, has intensified the demand for qualified special education professionals and exposed systemic inequities across the educational landscape (Carver-Thomas and Darling-Hammond 2017; Sorensen and Ladd 2020). School systems nationwide continue to recover from the pandemic’s disruption, grappling with the strain of a dwindling workforce. Among the most pressing concerns is the scarcity of special education teachers of color, which is a gap that significantly affects both K-12 education and the pipeline of educators entering higher education (Economic Policy Institute 2019; U.S. Department of Education 2018). This paper discusses the multifaceted implications of this shortage on teacher education programs and K-12 systems while proposing strategies to mitigate its adverse effects.

IDEA mandates Free and Appropriate Public Education (FAPE) for all students, stressing the need for a sufficient supply of qualified special education teachers to meet the diverse needs of students with disabilities. However, the current teacher workforce is inadequate, particularly in terms of racial and ethnic diversity. Teachers of color bring essential perspectives and culturally responsive practices that are critical to the success of an increasingly diverse student population (Darling-Hammond 2017). The underrepresentation of teachers of color in special education not only limits the educational experiences of students but also hampers the creation of a more inclusive and equitable educational environment (Sorensen and Ladd 2020). National statistics reveal that while over 54% of K-12 students are students of color, only 19% of teachers identify as people of color, and the disparity is even more pronounced in special education classrooms (National Center for Education Statistics 2022).

The COVID-19 pandemic profoundly impacted the educational system, further aggravating pre-existing teacher shortages and exposing deep vulnerabilities. Special education teachers, already in short supply, faced increased demands as they adapted to the constraints of remote and hybrid learning environments (Economic Policy Institute 2020a). These challenges have led to heightened burnout, particularly among teachers of color, who are more likely to experience workplace stressors related to their minority status. Studies indicate that special education teachers have a turnover rate nearly twice that of general education teachers, with the attrition rate for teachers of color being especially concerning (Pokhrel and Chhetri 2021; U.S. Department of Education 2021).

The shortage of special education teachers of color also significantly impacts educator preparation programs in higher education. The faculties in these programs are often drawn from the pool of practicing teachers who pursue advanced degrees. Thus, the underrepresentation of teachers of color in K-12 settings limits the diversity of candidates transitioning into higher education faculty roles, perpetuating a cycle of underrepresentation (Center for Social Development and Education 2022). Presently, less than 10% of special education faculties in higher education institutions identify as people of color, which constrains the mentorship and preparation of future special education teachers (National Center for Education Statistics 2020). The lack of racial diversity in faculty positions continues to diminish opportunities for future educators to be exposed to diverse perspectives, which is an essential element in the development of culturally competent teaching practices.

Addressing the shortage of special education teachers of color demands a comprehensive and multifaceted approach. This approach should include targeted recruitment initiatives, improvements to teacher preparation programs, and the development of robust retention strategies (Carver-Thomas and Darling-Hammond 2017). Programs aimed at diversifying the teacher workforce must prioritize creating pathways for aspiring educators of color, offering mentorship, and providing ongoing support to address the challenges of burnout and attrition. Collaborative efforts among K-12 administrators, higher education institutions, and policymakers are essential to ensuring the recruitment, retention, and success of special education teachers of color.

This paper aims to illuminate the far-reaching consequences of the special education teacher shortage, with a particular focus on teachers of color. By proposing strategies to enhance the recruitment, preparation, and retention of these educators, this paper outlines actionable steps to address this pressing issue. Ultimately, addressing the shortage of special education teachers of color is vital to fulfilling the promise of IDEA and ensuring that all students, regardless of race, ethnicity, or ability, receive the high-quality education they deserve.

2. Literature Review

2.1. The Impact of IDEA on Special Education Teacher Demand

The Individuals with Disabilities Education Act (IDEA), initially enacted in 1975 and reauthorized several times since, mandates that all children with disabilities are entitled to a Free and Appropriate Public Education (FAPE). This federal legislation has significantly influenced the demand for special education teachers by establishing legal requirements for services and support to meet the diverse needs of students with disabilities (U.S. Department of Education 2021). The need for qualified special education teachers has grown in response to the IDEA’s requirements, leading to ongoing challenges in the recruiting and retaining of these professionals (Boe 2020). Since the implementation of IDEA, there has been a steady increase in the number of students identified with disabilities, which, in turn, has heightened the demand for special education teachers (McLeskey et al. 2017). This legislation requires that schools provide individualized education programs (IEPs), which necessitate a higher level of specialized instruction and support. Consequently, schools must employ adequately trained teachers to develop and implement these programs, significantly impacting teacher demand (Gilmour and Wehby 2020).

Despite the increased demand, there remains a critical shortage of qualified special education teachers. This shortage is attributed to several factors, including high attrition rates, insufficient teacher preparation programs, and the demanding nature of the profession (Billingsley and Bettini 2019). Research indicates that special education teachers are more likely to leave the profession than their general education counterparts due to challenges such as higher workloads, administrative demands, and emotional burnout (Carver-Thomas and Darling-Hammond 2017).

The shortage of special education teachers is particularly acute among teachers of color, who are underrepresented in the field despite the increasing diversity of the student population (Sutcher et al. 2019). Teachers of color provide critical cultural and linguistic competencies that enhance educational outcomes for students from diverse backgrounds (Villegas and Irvine 2018). However, systemic barriers, such as limited access to advanced training and professional development opportunities, contribute to their underrepresentation in special education (Carver-Thomas 2018). It is important for policymakers and educational leaders to understand the impact of IDEA on special education teachers’ demands and address the unique challenges faced by teachers of color, therefore developing effective strategies to ensure all students with disabilities receive the high-quality education they deserve.

2.2. Influence of the COVID-19 Pandemic on Teacher Shortages

The COVID-19 pandemic has significantly exacerbated the longstanding shortage of special education teachers, intensifying pressures within an already strained educational system. The rapid shift to remote and hybrid learning environments forced special educators to adapt individualized education plans (IEPs) to virtual formats while ensuring compliance with the Individuals with Disabilities Education Act (IDEA) mandates. This process increased workloads and demanded that educators acquire new technological skills almost overnight, which, in turn, led to elevated stress levels and professional burnout (Garcia and Weiss 2020; Powell et al. 2022). As a result, many special education teachers reported heightened job dissatisfaction, contributing to an alarming rise in teacher turnover and complicating recruitment efforts across the nation (Sorensen and Ladd 2020).

The transition to online and hybrid models has introduced unique challenges that require teachers to demonstrate considerable adaptability and technological proficiency (Powell et al. 2022). These challenges are particularly acute in the special education sector, where instructional strategies are typically personalized and hands-on (Carver-Thomas and Darling-Hammond 2019). A survey conducted by the National Education Association (2021) revealed that a significant number of educators were more likely to retire early or consider leaving the profession due to the additional stress and uncertainties brought on by the pandemic. The pandemic’s impact was especially pronounced in the realm of special education, where teachers faced increased demands to provide equitable support to students with disabilities in non-traditional learning environments (Garcia and Weiss 2020).

In particular, the need to transition IEPs to online formats exacerbated these challenges. This shift not only increased workloads but also required educators to quickly acquire new skills in a digital landscape, contributing to widespread professional burnout (Schwartz and Grant 2021). Studies indicate that special education teachers experienced higher stress levels compared to their general education counterparts, largely due to the increased difficulty they faced in delivering individualized support remotely (Cavallari et al. 2024).

The pandemic also revealed and worsened systemic inequities within the educational system, disproportionately impacting teachers of color who were already underrepresented in the field of special education. These educators faced additional barriers, such as limited access to the necessary resources and support systems for effective remote teaching (U.S. Department of Education 2022). The uneven distribution of resources and technological disparities significantly affected their ability to maintain employment and achieve professional growth, further compounding the challenges they faced (Carver-Thomas 2018). Addressing these inequities is critical, as teachers of color play an essential role in fostering culturally responsive practices that enhance educational experiences for all students, particularly those from diverse backgrounds (Pokhrel and Chhetri 2021).

2.3. Disproportionate Effects on Special Education Teachers of Color

Special education teachers of color remain significantly underrepresented in the United States, which is a systemic issue with far-reaching implications for educational equity and student outcomes. This disparity is particularly troubling in light of the Individuals with Disabilities Education Act (IDEA), which mandates equitable educational opportunities for all students with disabilities. Unfortunately, systemic barriers such as inequitable hiring practices, limited access to professional development, and insufficient workplace support continue to hinder the recruitment and retention of special education teachers of color (Garcia and Weiss 2020). These challenges not only exacerbate workforce shortages but also reduce opportunities for students who benefit from the cultural competencies that teachers of color bring to the classroom.

The COVID-19 pandemic further intensified these pre-existing challenges. As educational institutions shifted to remote and hybrid learning models, many special education teachers of color found themselves without adequate resources or institutional support to adapt effectively. The rapid transition to online learning exacerbated inequities, especially in underfunded schools, where technological infrastructure and training were often lacking (Van De Werfhorst et al. 2022). The lack of access to these resources disproportionately impacted teachers of color, many of whom work in historically underserved communities. Consequently, they experienced heightened levels of stress and burnout, contributing to lower retention rates (Powell et al. 2022).

Moreover, the pandemic highlighted systemic disparities within the educational system, disproportionately affecting teachers of color. A significant number of these educators reported feeling undervalued and unsupported during the transition to virtual teaching, as they grappled with inequitable access to technology and professional resources (Carver-Thomas 2018). These obstacles hindered not only their ability to provide effective instruction but also their professional growth and job satisfaction, contributing to higher attrition rates.

The underrepresentation of special education teachers of color is a critical issue that must be addressed to ensure equity for students from diverse racial and ethnic backgrounds. Teachers of color possess cultural competencies that enrich the educational experiences of students and foster culturally responsive teaching practices, which are essential for student engagement and success (Paris and Alim 2021). Without adequate representation, the quality of education provided to students with disabilities suffers, as curricula may lack cultural relevance, which can negatively impact student engagement and achievement (Garcia and Weiss 2020). Addressing this shortage is crucial to ensuring a comprehensive and equitable education for all students, particularly those in marginalized communities.

The solution lies in implementing comprehensive policies that actively recruit, support, and retain special education teachers of color. Efforts should focus on creating equitable hiring practices, providing access to professional development tailored to the unique challenges these educators face, and ensuring that they have the resources needed to succeed in both traditional and virtual learning environments (Carver-Thomas 2018). By addressing these systemic issues, the educational system can better support special education teachers of color, which in turn will lead to more culturally relevant teaching and improved outcomes for students with disabilities.

2.4. Recruitment Challenges and Barriers for Teachers of Color

Despite progress in recognizing the importance of diversity in education, significant challenges persist in the recruitment and retention of teachers of color. Carver-Thomas (2017) acknowledged that “teachers of color encounter unique barriers to entering the profession and to continuing to teach for the long haul” (p. 1). These barriers include skewed hiring practices, a lack of institutional support, and limited professional development opportunities, all of which exacerbate the systemic inequities affecting the career trajectories of teachers of color. These persistent inequities highlight the ongoing challenges that teachers of color face in striving to create an equitable and inclusive education system. To understand these challenges fully, it is crucial to analyze the historical decisions that have laid the foundation for these inequities.

One such historical decision is the landmark case of Brown v. Board of Education (1954), celebrated as a pivotal victory in the civil rights movement. However, this victory also served to advance the United States’ position during the Cold War. Some scholars argue that the Brown decision exemplifies Derrick Bell’s Interest Convergence Theory, which posits that “the interest of Blacks in achieving racial equality will be accommodated only when it converges with the interests of Whites” (Bell 1980, p. 523). The reality of segregation tarnished the United States’ reputation as a global advocate for liberty and justice. As Lee (2007) noted, segregation “undermined America’s efforts to persuade Third World countries to convert to democracy. By ordering the public schools to desegregate, the Court demonstrated America’s commitment to equality to the world” (p. 922). Nevertheless, this demonstration of commitment had profound and unintended consequences, disrupting the educational trajectory of thousands of African American students and leading to the displacement of Black educators from their positions.

The Brown decision, which determined that segregated schools violated the 14th Amendment, is directly responsible for endangering the Black teacher workforce. Before Brown v. Board of Education (1954), African American teachers comprised a significant portion of the teaching profession. During the 1950s, “50% of all African American professionals were teachers” (Lash and Ratcliffe 2014, p. 327). A review of the literature highlights that, prior to the 1954 decision, “approximately 82,000 African American teachers were responsible for the education of 2 million African American children” (Hudson and Holmes 1994, p. 389). However, after the Brown decision, teaching positions for Black educators were nearly eradicated. Researchers have documented that “38,000 Black teachers and administrators in twenty-one southern and southern bordering states lost their jobs” (Fenwick 2023, para. 4). By the 2017–2018 school year, Black non-Hispanic teachers represented just 7% of the teaching population (National Center for Education Statistics 2020). While the shortage of teachers of color persists, efforts have been made to address this critical issue.

2.5. Targeted Recruitment Efforts and Incentives for Teachers of Color

The teaching workforce must reflect the changing demographics of students in today’s classrooms. The research underscores the critical need for targeted recruitment efforts designed to address the shortage of teachers of color (Bireda and Chait 2011). This need is particularly pronounced in the field of special education. According to the 2022–2023 report from the National Center for Education Statistics (2022), “the percentage of public school students served under IDEA in school year 2022 was highest for American Indian/Alaska Native (19 percent) and Black (17 percent) students”. With the increasing number of students of color receiving special education services under IDEA, there is an urgent need to recruit special education teachers of color.

A diversified teacher workforce forms the foundation for learning environments that promote diversity, equity, inclusion, and a sense of belonging, enabling all students to thrive academically. Researchers have noted that “students of color and White students report having positive perceptions of their teachers of color, including feeling cared for and academically challenged” (Carver-Thomas 2018). A diverse teaching workforce not only contributes to improved academic success but also enriches the learning experiences of all students by providing culturally relevant education. These recruitment efforts must be guided by a culturally relevant lens.

Culturally relevant recruitment strategies are vital for attracting a diverse and effective teaching workforce, particularly in special education. These strategies extend beyond conventional recruitment methods by acknowledging and valuing the cultural backgrounds and unique perspectives of potential educators. By integrating culturally relevant practices into recruitment efforts, schools, and educational institutions can better address the diverse needs of their student populations. This approach not only aids in recruiting teachers of color but also enhances the cultural competence of the teaching staff. The Partnership for Future Learning (n.d.) emphasizes that “there is no single program or strategy that can effectively increase the number of teachers, particularly teachers of color, entering the profession and continuing to teach for the long term” (Partnership for Future Learning n.d.).

However, the report identifies three high-impact recruitment strategies:

• Early exposure to the teaching profession through initiatives for high school students: High school students are introduced to the teaching profession, receiving academic support and mentoring alongside internship and job-shadowing opportunities. This comprehensive approach prepares students for careers in teaching by equipping them with the necessary tools to succeed both in and out of the classroom, offering invaluable hands-on experiences. As a result, students develop a realistic understanding of the teaching profession and are more likely to pursue teaching as a career (Partnership for Future Learning n.d.).
• Service scholarships and forgivable loans to alleviate the financial burden of teacher preparation: Scholarships and forgivable loans provide essential support for individuals committed to entering the teaching profession but deterred by the high costs of teacher preparation programs. For instance, the Baldanza Fellows program at Syracuse University is dedicated to underrepresented applicants aspiring to become exceptional and motivated teachers in Syracuse area K-12 schools (Syracuse University 2024). This fellowship program offers tuition assistance for applicants pursuing a master’s degree in teaching, a stipend for living expenses, and a hiring guarantee in partnering school districts. The Baldanza Fellows program not only alleviates financial burdens but also provides a clear pathway to employment for prospective teachers, helping to diversify the teaching workforce and improve educational outcomes for students in underserved communities.
• Focused district strategies to attract talented and diverse candidates to teach in their schools: Programs like Call Me Mister, headquartered at Clemson University, use a culturally relevant recruitment approach to diversify the teaching workforce. This program offers tuition assistance, loan forgiveness, academic support, and a cohort model to foster a community of learning, as well as job placement assistance. The program is specifically designed to address the shortage of minority male teachers by selecting students from “underserved, socio-economically disadvantaged, and educationally at-risk communities” (Clemson University 2024). Approximately 16 universities serve as national partner schools, ensuring that the program has a broad and lasting impact.

Programs like the Baldanza Fellows, Call Me Mister, and other initiatives that provide mentorship, scholarships, and access to forgivable loans play a crucial role in enabling individuals to pursue teaching careers without the financial burdens often associated with teacher preparation programs. These initiatives are instrumental in diversifying the teaching profession and enhancing educational outcomes, ultimately contributing to a more equitable and effective education system.

2.6. Retention Issues in Special Education Teaching

Recruitment efforts to increase the number of teachers of color, particularly in special education, have garnered significant attention in recent years. However, while recruitment is crucial, retention is equally critical for ensuring a stable and effective teaching workforce. Retaining special education teachers, especially teachers of color, presents unique challenges that must be addressed through targeted strategies. This section discusses the retention issues specific to special education teaching and proposes strategies for supporting and retaining SETOC, drawing on contemporary research and relevant literature.

In their 2019 report, “If You Listen, We Will Stay,” researchers from Teacher Plus and The Education Trust highlighted the systemic challenges that hinder the retention of teachers of color. Through focus groups and case studies, teachers expressed the need for validation and equitable compensation for their efforts in transforming students’ lives. The report also emphasized that culturally affirming work environments are crucial to retention, with teachers of color often finding such environments lacking in many educational settings. One former special education teacher of color noted the following:

“I left the classroom partly because of the lack of support provided for educators. While I was also pursuing other ambitions, the inequity of resources made it easier for me to make up my mind. Teachers of color need appropriate specific resources to deal with issues we may face: lack of opportunities for vertical growth, personal poverty, and mental health”.

(Dixon et al. 2019, p. 8)

This testimony underscores the multifaceted nature of retention challenges, particularly the need for culturally affirming environments, adequate support, and resources that address the unique challenges teachers of color face. Recent studies confirm that these factors directly impact teacher retention, especially in under-resourced special education contexts (Bettini et al. 2020).

The retention of special education teachers of color is often hindered by several structural and interpersonal factors, as highlighted in Scott’s (2020) examination of early-career Black special education teachers. The study identified “inadequate mentoring, role abuse, cultural insensitivity, and inadequate resources” as primary reasons for teachers leaving the profession (Scott 2020, p. 7). Mentorship plays a critical role in helping teachers navigate the complexities of special education, yet many early-career SETOCs report inadequate mentoring and support. Without culturally responsive mentors who understand their lived experiences and professional challenges, these teachers can feel isolated and unsupported (Brunsting et al. 2014).

Moreover, the phenomenon of role abuse, where teachers are asked to perform duties beyond their formal job descriptions, further exacerbates burnout. This issue is particularly prevalent in special education, where teachers are often expected to manage large caseloads, collaborate with general education teachers, and fulfill administrative duties without additional support or compensation (Bettini et al. 2020). Cultural insensitivity within the school environment also affects retention, as SETOCs often experience microaggressions or a lack of understanding regarding the cultural dynamics that influence their interactions with students and colleagues (Billingsley 2004). Additionally, inadequate instructional resources and limited professional development opportunities further contribute to high attrition rates (Billingsley and Bettini 2019).

While it is critical to identify the factors contributing to attrition, it is equally important to understand what fosters retention. In their literature review on attrition and retention patterns, Billingsley (2004) found that personal connections to the disability community and positive relationships with mentors significantly influence retention rates among special education teachers of color. Teachers who had prior personal experiences with individuals with disabilities or those who had meaningful mentoring relationships with other educators of color were more likely to remain in the profession. This highlights the importance of culturally responsive mentorship programs that provide guidance and support to teachers navigating the challenges of special education (Scott et al. 2021).

For Black male teachers, Scott et al. (2021) identified several factors that contributed to their retention in special education: dismantling negative stereotypes of Black boys in special education, receiving mentoring from Black educators, equitable compensation, and opportunities for career advancement. These teachers also emphasized the importance of teaching culturally relevant curricula that engaged students of color and reflected their lived experiences. Additionally, they expressed a desire to participate in recruitment and retention efforts for future Black male educators, suggesting that empowering special education teachers of color to have a voice in shaping educational policy could further strengthen retention efforts.

Culturally relevant professional development is another key strategy for retaining special education teachers of color. Bettini et al. (2020) noted that professional development opportunities tailored to the specific needs of special education teachers of color, such as navigating under-resourced environments and working with culturally diverse student populations, could help mitigate some of the challenges that lead to burnout. Furthermore, creating school cultures that foster inclusivity and belonging for both teachers and students can contribute to higher retention rates (Nguyen 2012).

2.7. Connection Between Teacher Shortages and Faculty Composition in Higher Education

The persistent shortage of special education teachers in the United States has profound implications for both K-12 education systems and the composition of faculties within higher education institutions responsible for preparing these educators. This shortfall exacerbates faculty shortages within higher education and is compounded by systemic barriers, such as inequitable hiring practices, insufficient mentorship, and constrained career advancement opportunities, which disproportionately affect faculty members of color (U.S. Department of Education 2018). These issues are closely linked to the diversity of the faculty, especially the representation of teachers of color, which is vital for enhancing the inclusivity and effectiveness of teacher education programs.

The scarcity of special education teachers limits the availability of qualified professionals who can pursue advanced degrees or enter academic roles. This situation is further aggravated by high turnover rates and burnout among special education teachers, reducing the number of individuals willing to transition into higher education roles (Billingsley and Bettini 2019). The diminished entry of experienced special educators into academia risks a decline in the sharing of practical, research-based insights and innovations in teaching methodologies, ultimately impacting the quality of teacher preparation programs. According to a study by DeAngelis et al. (2019), special education teachers experience higher levels of stress and job dissatisfaction compared to their general education counterparts, largely due to the intense demands of managing diverse student needs and insufficient systemic support. These pressures significantly influence their decisions to leave the teaching profession and deter them from considering academic positions. Attrition not only reduces the number of available practitioners but also depletes the pool of potential educators who possess the necessary knowledge and skills crucial for training new teachers (Billingsley 2004). The ongoing loss of experienced and skilled teachers exacerbates this cycle of shortages, undermining the sustainability and effectiveness of special education programs nationwide.

Diverse faculties in teacher preparation programs are essential for cultivating effective educators. Teachers of color bring invaluable perspectives that enhance culturally responsive pedagogy, which is a critical component in special education (Darling-Hammond 2017). These perspectives are crucial in equipping teachers to manage classrooms effectively in culturally varied environments and meet the complex needs of students with disabilities from diverse backgrounds (Gay 2018). Additionally, a diverse faculty plays a pivotal role in attracting and retaining minority students in teacher education programs. The presence of faculty members who reflect the backgrounds of students significantly influences their motivation and commitment to their educational and professional goals.

2.8. Strategies for Improving Special Education Teacher Preparation

Teaching is one of the most significant factors in student achievement, underscoring the importance of teacher preparation and development (Darling-Hammond 2017). Effective teacher preparation is essential for cultivating skilled educators who can positively impact student outcomes (Darling-Hammond and Lieberman 2012). In many countries, including Finland and Singapore, the belief that well-prepared teachers are crucial to educational success has led to the implementation of robust teacher development programs.

In Finland, teacher development is prioritized by providing pre-service teachers with mentors and guaranteeing them employment upon program completion. Finnish teaching programs also require extended clinical practice, allowing future educators to develop their skills over a longer period before entering the classroom. Additionally, Finland offers fully funded professional development opportunities throughout a teacher’s career, ensuring continued growth and development (NCEE 2023).

Similarly, Singapore supports the idea that the success of the school system begins with the preparation and development of teachers. Singapore has developed a comprehensive program that supports future educators from their junior year through their master’s program. This program emphasizes both theoretical knowledge and practical skills, ensuring that teachers are well-equipped to apply best practices in the classroom (OECD 2022).

While many countries emphasize the importance of general teacher education preparation programs, fewer studies have thoroughly examined strategies to better prepare special education educators. One study evaluating the effectiveness of special education teacher preparation programs highlighted the need for a greater focus on diversity, given the overrepresentation of children of color receiving special education services. The study also suggested that special education programs should concentrate on who they are teaching and how students’ identities impact their schooling experiences (McCray and Waitoller 2024).

Most preservice special education programs focus primarily on student’s disabilities and race, often overlooking how these factors affect students’ overall educational experiences (Pugach et al. 2021). This narrow focus can inadvertently perpetuate racism. To better equip teachers to support students with disabilities from diverse backgrounds, teacher preparation programs should be more inclusive and diversified (Pugach 2009). Researchers recommend that special education programs develop learning communities that share cultural and personal stories, fostering opportunities for learning and growth (Moore 2018).

Incorporating culturally relevant coursework into special education programs could also be beneficial (Aronson and Laughter 2016). Such courses could address cultural, linguistic, and disability characteristics as assets rather than challenges (Paris 2012). Including these courses could help bridge the gap between general and special education teachers, enabling them to better meet the needs of marginalized students (Aronson and Laughter 2016).

Special education teacher preparation programs could improve by providing prospective teachers with more opportunities to grow and develop their craft. Allowing more time for development could enable teachers to learn effective teaching methods and how to work with students from diverse backgrounds. By focusing on who they are teaching rather than solely on disabilities, educators can better support students of different backgrounds, ethnicities, and abilities. Courses that emphasize students’ strengths and foster a sense of belonging within the school community can significantly enhance students’ self-esteem and academic success.

Finally, proper preparation is crucial for retaining special education teachers. Many special educators enter the profession through alternative certification programs (Donaldson and Johnson 2011). While these programs are essential for increasing the number of teachers, they may hinder long-term retention (Riggs 2013). Many of these teachers leave the profession within the first five years (Ingersoll 2004). To improve retention rates among teachers who gain licensure through alternative routes, it is vital to provide them with mentors, require student teaching experience, and offer resources and support during the first five years after licensure (Zhang and Zeller 2016). By adopting these strategies, special education teacher preparation programs can better equip educators to meet the diverse needs of their students and foster long-term success in the teaching profession.

2.9. Retention Strategies and Professional Development

Retaining well-trained special education teachers is as critical as their preparation, given the high costs of teacher attrition, both financially and in terms of student outcomes. Teacher turnover can significantly disrupt student learning, particularly in special education, where consistency in instructional support is vital for students with disabilities (Garcia and Weiss 2020; Sutcher et al. 2019). Effective retention strategies are imperative to maintaining a stable, high-quality teaching force. Notable models, such as those in Finland and Singapore, demonstrate the success of valuing educators through competitive compensation, professional respect, and ample professional development opportunities (Darling-Hammond 2017; Sahlberg 2015). These countries provide teachers with robust financial support for ongoing education and offer continuous professional development, which fosters both a sense of appreciation and commitment among special educators (Garcia and Weiss 2020).

For special education teachers of color, professional development programs must go beyond traditional skill-building to address the unique challenges they face. Culturally responsive mentoring, leadership pathways, and professional learning communities that emphasize equity can significantly bolster retention by creating supportive environments where educators feel valued and understood (Carver-Thomas 2018). These tailored development opportunities allow teachers of color to grow professionally while also contributing to the cultivation of culturally responsive pedagogies that benefit all students (Paris and Alim 2021).

In addition to financial and professional incentives, addressing teacher burnout is crucial to retaining special education teachers. Burnout, characterized by emotional exhaustion, is often a result of prolonged work-related stress, particularly in high-demand fields like special education (Schaufeli et al. 2017). Teachers of color, who already face systemic barriers, are especially susceptible to burnout when they lack the necessary support and resources (Herman et al. 2020). Research suggests that providing special educators with targeted coping strategies, such as de-escalation techniques, self-efficacy training, and classroom management skills, can significantly mitigate burnout and improve teacher retention (Collie et al. 2021).

Offering mental health support, such as free counseling services and wellness programs, can also enhance teacher well-being and reduce attrition. A focus on mental health is particularly relevant post-pandemic as educators continue to navigate the compounded stressors brought about by the shift to remote and hybrid teaching models (Powell et al. 2022). Special education teachers, who often manage more complex instructional and emotional demands, benefit from these supports, which allow them to remain motivated and effective in their roles (Garcia and Weiss 2020).

Ultimately, comprehensive retention strategies for special education teachers, especially those of color, must address systemic challenges, such as racial inequities in the workplace, while providing ongoing professional growth opportunities and well-being support. By cultivating an environment that values and supports special educators, schools can reduce attrition and ensure that students with disabilities receive the consistent, high-quality instruction they need to thrive.

2.10. The Role of Teacher Education Programs in Mitigating the Crisis

Teacher education programs play a critical role in addressing the ongoing crisis of special education teacher shortages, particularly among teachers of color. These programs are pivotal in developing the necessary skills and competencies in future educators, which are essential for meeting the diverse needs of students with disabilities as mandated by the Individuals with Disabilities Education Act (IDEA).

Effective teacher education programs are designed to equip educators with both the theoretical knowledge and practical skills needed to address the diverse needs of students. This includes training in culturally responsive teaching practices, which are crucial for educators, especially those working in special education. Research indicates that culturally responsive teaching not only supports the academic success of students from diverse backgrounds but also plays a significant role in the retention of teachers by fostering a more inclusive and supportive work environment (Aronson and Laughter 2016).

Teacher education programs are also instrumental in the recruitment and retention of special education teachers. By providing robust training and support, these programs can help mitigate feelings of unpreparedness and burnout that are often cited as reasons for leaving the profession (Schaefer et al. 2018). For instance, ongoing professional development opportunities and mentorship are critical for retaining teachers and encouraging them to advance in their careers, thereby maintaining a stable and committed teaching workforce.

The shortage of special education teachers of color exacerbates the challenges within the educational system. Teacher education programs must, therefore, implement targeted strategies to recruit and retain these educators. This includes scholarships, fellowships, and other financial incentives that specifically address the barriers faced by potential teachers of color. Additionally, these programs must foster an educational climate that promotes diversity and inclusion, not only to attract teachers of color but also to prepare all teachers to work effectively in diverse settings (Sleeter 2017).

Collaboration between teacher education programs and K-12 administrators is essential to ensure that the training provided is aligned with the actual needs of schools. Such partnerships can facilitate the practical application of learned skills and allow for feedback loops that can inform and enhance teacher training programs (Darling-Hammond et al. 2019). Engaging K-12 administrators in curriculum design and teacher mentoring can bridge the gap between theory and practice, making the transition into the classroom smoother for new teachers.

The COVID-19 pandemic has further highlighted the urgency for adaptive and resilient teacher education programs. The shift to remote and hybrid learning environments has necessitated rapid adjustments in teaching methods and curriculum delivery (Powell et al. 2022). Teacher education programs have had to innovate quickly to prepare educators for these new realities, emphasizing the importance of technology integration in teaching and the need for strong digital literacy skills among educators (Billingsley and Bettini 2019).

2.11. Involvement of K-12 Administrators and Collaboration with Teacher Preparation Programs

The involvement of K-12 administrators in collaboration with teacher preparation programs is crucial to addressing the ongoing shortage of special education teachers, particularly those of color. This collaboration can significantly impact the effectiveness of recruitment, preparation, and retention strategies within the educational system (Grafstrom et al. 2023; Ingersoll et al. 2014). K-12 administrators play a pivotal role in shaping the educational landscape, particularly in terms of fostering partnerships that can enhance teacher training and retention. The effective involvement of administrators is linked to improved recruitment strategies and enhanced support systems for special education teachers, which are vital for sustaining a diverse and qualified teacher workforce (Kutsyuruba 2020). Administrators’ active participation in these partnerships ensures that teacher preparation programs align closely with the actual needs of K-12 education systems, facilitating a more seamless transition for new teachers from training to classroom implementation (Newton et al. 2012).

Collaborative models between K-12 systems and teacher preparation programs have shown positive outcomes in several key areas. For instance, field experiences, student teaching, and residency programs, where teacher candidates are placed in schools while they complete their coursework, offer hands-on experience under the mentorship of experienced teachers and administrators. These programs not only prepare candidates effectively but also increase their likelihood of staying in the profession (Ingersoll et al. 2014). Such models ensure that the training is relevant and grounded in practical experience, thereby increasing the readiness and confidence of new teachers. Despite these benefits, collaboration between K-12 administrators and teacher preparation programs faces several challenges. One of the main issues is the alignment of expectations and resources between institutions. Often, there is a gap in communication and resource allocation that can hinder the effectiveness of collaborative efforts (Velle 2020). Additionally, there may be resistance from within K-12 systems due to the complexities of integrating new teaching methods and technologies that are introduced through these partnerships.

3. Discussion

The shortage of special education teachers, particularly those of color, poses a critical challenge to the educational system’s ability to fulfill the mandates of the Individuals with Disabilities Education Act (IDEA). This shortage not only compromises the quality of education for students with disabilities but also exposes systemic inequities in the recruitment, preparation, and retention of educators. The implications are extensive, affecting both K-12 systems and teacher education programs.

In K-12 settings, the lack of special education teachers of color undermines efforts to provide culturally responsive and inclusive education. Teachers of color play an essential role in bridging cultural gaps and fostering an environment where diverse student populations feel understood and supported (Darling-Hammond 2017). Their underrepresentation can lead to a disconnect between students’ cultural experiences and the educational content they encounter, potentially impacting student engagement and academic success (Sorensen and Ladd 2020). Furthermore, the lack of diversity among special education teachers can perpetuate biases in the identification and support of students with disabilities, particularly those from minority backgrounds (Boe 2020).

The COVID-19 pandemic has further exacerbated these challenges by increasing the demands on special education teachers, who must now navigate the complexities of remote and hybrid learning environments. These added pressures have led to higher levels of burnout and attrition, particularly among educators from underrepresented backgrounds (Economic Policy Institute 2020b). The resulting turnover disrupts the continuity of support for students with disabilities, compounding the challenges these students face in accessing Free and Appropriate Public Education (FAPE).

The shortage of special education teachers of color also has profound implications for teacher education programs. These programs depend on a diverse faculty to model culturally responsive teaching practices and mentor future educators (Center for Social Development and Education 2022). However, the limited number of special education teachers of color entering advanced degree programs and transitioning into faculty roles restricts the diversity of perspectives and experiences available to teacher candidates. This cyclical issue perpetuates a lack of diversity within the teaching profession, as graduates of these programs are less likely to encounter mentors who share their cultural backgrounds and experiences.

To address this shortage, teacher education programs must prioritize the recruitment and retention of special education teachers of color. This effort includes creating pathways for practicing teachers to pursue advanced degrees and transition into faculty roles, as well as implementing support systems to help these educators navigate the challenges they may face in higher education (Billingsley and Bettini 2019). Additionally, partnerships between K-12 systems and teacher preparation programs can facilitate the development of targeted recruitment strategies and professional development opportunities that encourage educators of color to enter and remain in the field of special education.

4. Conclusions

The shortage of special education teachers of color represents a critical and multifaceted challenge that demands a comprehensive and collaborative response. As highlighted in the Discussion, this shortage not only disrupts the educational experiences of students with disabilities but also perpetuates systemic inequities within K-12 systems and teacher education programs. The underrepresentation of teachers of color limits the ability of educational institutions to provide culturally responsive and inclusive education, thereby affecting student engagement, academic success, and the overall effectiveness of special education services.

Addressing this shortage is imperative for ensuring that all students, particularly those with disabilities, receive the high-quality education mandated by the Individuals with Disabilities Education Act (IDEA). To achieve this, it is essential to implement targeted strategies that enhance the recruitment, preparation, and retention of special education teachers of color. This effort must include the development of pathways for practicing teachers to advance into faculty roles, the creation of support systems within higher education, and the fostering of partnerships between K-12 administrators, teacher preparation programs, and policymakers.

By prioritizing these initiatives, we can work toward a more inclusive and equitable educational system that not only fulfills the promises of the IDEA but also empowers all students to succeed. The success of these efforts will depend on the collective commitment of all stakeholders to address the root causes of this shortage and to implement sustainable solutions that ensure diversity, equity, and excellence in special education.